HSTU Extracurricularactivities

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The effect of extracurricular activities on the academic performance of the university

students: Evidence from Hajee Mohammad Danesh Science and Technology University
(HSTU), Dinaj...
Article · July 2018
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ISSN 2520-4750 (Online) & ISSN 2521-3040 (Print)
Volume: 2, Issue: 3
Page: 372-387
2018 International Journal of Science and Business
The effect of extracurricular activities on the

academic performance of the university students:
Evidence from Hajee Mohammad Danesh Science and
Technology University (HSTU), Dinajpur, Bangladesh
Md. Mehedul Islam Sabuj, Rony Kumar Datta & Md. Nur Rafiq
Abstract:
The purpose of the study is to examine the effect of extracurricular activities

(ECA) on academic performance of the students in Hajee Mohammad Danesh
Science and Technology University (HSTU) Dinajpur, Bangladesh. To define the
effect more clearly we have disaggregated the extracurricular activities in to
several parts such as sports activities, cultural activities, social work activities
and political activities. A total of 270 students from nine faculties have been
selected to collect data using stratified random sampling method. Students who
have received at least two semester results have been considered for collection
of valid information. Data were collected by face- to- face interview using a
structured questionnaire .We used linear regression model and perform IJSB
ordinary least square method (OLS) to estimate the regression coefficients. Accepted 14 July 2018
Findings of this study indicate that there is a negative but insignificant Published 18 July 2018
DOI: 10.5281/zenodo.1314296
association between involvement in overall extracurricular activities and
academic achievement. But when we separately estimates the models for
different particular extracurricular activities we find that only the involvement
in social activities has a significant negative impact on academic performance
as measured by cumulative grade point average (CGPA) while other
extracurricular activities like sports, cultural activities and political activities
has no significant impact on CGPA of the student.
Keywords: Extracurricular activities (ECA), CGPA, academic performance, university student, HSTU.
About Authors
Md. Mehedul Islam Sabuj, (Corresponding Author), Lecturer, Department of Marketing*
372 Published By
Email: editor@ijsab.com Website: ijsab.com
Volume: 2, Issue: 3, Year: 2018 Page: 372-387 IJSB-International
Rony Kumar Datta, Assistant Professor, Department of Finance and Banking* Md.
Nur Rafiq, BBA Student, Department of Marketing*
* Hajee Mohammad Danesh Science and Technology University, Dinajpur-5200, Bangladesh
International Journal of Science and Business

1. Introduction
Extracurricular activities (ECA) are generally those types of activities that fall outside area of
the normal curriculum of school, college or university education, performed by the student.
According to Cadwallader, Garza and Wagner (2002), extracurricular activities are defined
as the activities in which the students involve after the regular school day has ended. This type
of involvement may include athletics, school clubs, marching band, chorus, orchestra, cultural,
social, and volunteer and student leadership organizations. Such activities are generally
voluntary and there are not involve with any academic curriculum. Extracurricular activities
are non regular part of academic study course (Holland & Andre, 1987). Extracurricular
activities play an important role in today's secondary education programs. Extracurricular
activities can involve sport, cultural, political, voluntary, clubs, debate, scouts, drama, student
council, and other social events. Involvement in different activities may positively impact on
participant near future success. Researchers (Eccles, 2003) indicated that both the type of
extracurricular programs and level of participation may impact the individuals' development.
Gerber (1996) reported that involvement in extracurricular activities improves a higher level
of academic achievement. He also finds out that involvement in school related activities was
more strongly related with achievement than was involvement in activities outside of school.
According to Reeves (2008), there is a strong correlation between student participation in
extracurricular activities participation and improved attendance, behavior, and academic
achievement. He also interpret that the students who involve in several types of
extracurricular activity are better in academic than the students who are not involved. This
type of involvement usually includes participation in sports and other school sponsored
activities.
The benefit of extracurricular activities develops the intellectual skill, managing the critical
situation, team leader effectiveness, developing relationship management and creative
decision making (Villalobos, A. S. et al.,2016). Some researchers (colemn,1961 ; Baucom &
Lantz. 2000; Adler & Adler, 1985; and, Maloney & McCormick,1993) have found that
there is a negative relationship between extracurricular activity involvement and academic
performance. Two factors are sometimes responsible for the participation in these activities
that may consequence negative impact: an overloaded schedule and a narrow sense of
identity (Tanner, 2017). Over expense of time behind the extracurricular activities may cause
adverse effects when the students invest less time and energy in study. It is a very complicated
phenomenon for assessing the academic performance. There is no systemic way to find out
how the different factors of extracurricular activities impact on academic performance. This
study attempts to examine the impact of extracurricular activities on academic performance
of students in Hajee Mohammad Danesh Science and Technology University (HSTU), Dinajpur,
373 International Journal of Science and Business Published By
Bangladesh. In this university there are several types of organizations and associations where
students get opportunity to take part into different types of extracurricular activities. These
organizations can be divided into several categories such as sports associations like HSTU FC,
Skating club, Cricket club etc., cultural organizations like Orko Shanskritik Jot, Sejuty
Shanskritik Oikko, HSTU Film club etc., Social organizations such as Rotary club, Danesh Blood
Bank, Student’s Welfare Fund, Rover Scout, Bondhusova etc. and political organizations like
Bangladesh Chatra league, Jatiotabadi Chatra dol, Somajtantrik Chatra Front etc. According to
Student Affairs and Advisory Division (www.hstusaad.com) of the university there are 24
organizations/associations in the university (Appendix I). Furthermore there are so many
small and medium known or unknown, registered or unregistered groups and organizations
where students are attached with of their own interest. So, there is a huge scope to involve
students into attach themselves into different types extracurricular activities. Our main
interest is here that whether the involvement of the students has an impact of their academic
achievement or not.
The specific objectives of the study are:
i) To examine the effects of student’s involvement in extracurricular activities on the
academic performances of the students.
ii) To find other determinants of academic performance of university students.
2. Review of literature
In this section we have provided a comprehensive review of relevant literature on the

association between student’s involvement in extracurricular activities and academic
performance of the students. In the United States, children and adolescents spent more than
half of their daily time in leisure activities (Eccles, 2003). The involvement of non-technical
skills such as communication and academic behavior is importance for student improvement.
Involvement in extracurricular activities provides an extra support in the improvement of
non-knowledgeable skills (Convey& Carbonaro, 2010). From the study of Reeves (2008) it
is found that the student’s involvement in extracurricular activities makes a vital role for
teamwork effectiveness and individual responsibility. He further mentioned that discipline,
responsibility and academic performance are all important elements of student transcript
that influence institutions admission test. The performance related nature of extracurricular
activities especially involvement in sport activity, is an ideal topic for building students’
character (Fejgin, 1994). He also found that students who usually involve in competitive sport
activities improve a better internal locus of control. Student participation in extracurricular
activities such as drama, and journalism is related with achieving higher grade points average
and ambiguous for higher levels of education (Guest & Schneider, 2003).In a recent study in
Singapore Management University, Seow & Pan (2014) find a positive impact of participation
in extracurricular activities on academic achievements on the other hand highly expenditure
of time behind participation has a up till a certain point beyond which participation leads to
negative impact on academic outcomes. According to Suleman (2014), statistical analysis
and discussion shows significant the negative effect of over-schedule involvement in
extracurricular activities on the academic performance. On the other hand, those students
involve in extracurricular activities normally and expense daily 40 minutes the student of
control group perform excellent. An experiment conducted by Samsudin et. al. (2014), the
effect of physical, educational, and social cultural activities selected three public universities
on students ’academic performance in Peninsula Malaysia. They have found no significant

positive correlation between engagement in extracurricular activities and student academic
achievement. According to Rivera (2010), student’s participation in extracurricular activities
had influenced the academic achievement. The student who was highly involving in athletics
mark was a very poor-performing. Another research conducted by Whitley (1998) indicated
that participation in extracurricular activities had a great impact on his academic
achievement. The students participated in sport had a higher GPA than the students who did
not participate in sports. A comparative observation by Taras (2005) on the role of physical
activity on adolescent student’s academic achievement find out that some short-term
progresses were associated with physical activity, but there was no continue long-term
academic well performance as a consequence of more vigorous physical activity. One study
particular Logan and Scarborough. (2008) discussed participation in extracurricular
activities enhances not only academic achievement but also personal skill development given
a precedent about a student impacted through participation in activities. Mehus (1934)
pointed out that student’s who participate in elocution and debate activities, publication and
departmental clubs achieve higher academic than those involved in athletics, music and
drama. Din (2006) found that student participation in playing sports did not have any effect
on academic achievements. Students who participate in sport did obtain lower grade point
after the end of sport season. There is no significance difference between the academic
achievement before and after the end of sport season. According to Craft (2012), the students
who participate in extracurricular activities achieve higher GPA than those who does not
participate. Those students participate in extracurricular activities also benefit from the
hidden curriculum such as team work, leadership, dedication, success, failure, positive
relationship with others etc. The review of literature ends with a mixed and ambiguous
results. Some researchers find positive impact, some finds negative impact and few finds no
association between students involvement in extracurricular activities on academic
performance. These areas of study are also characterized by the use of variety of indicators for
measuring both the academic performance and extracurricular activities. Furthermore, most
of the previous studies on this realm were conducted on the developed countries. Therefore
we made an attempt to examine the effects of extracurricular activities on academic
performance in respect of developing countries like Bangladesh.
The contribution of this paper is manifolds:
1. In this article we used OLS regression model considering other important control
variables, while most of the previous studies used descriptive analysis and simple
bivariant approach.
2. With the findings of overall impact of extracurricular activities, we also disaggregate

the estimations for different types of extracurricular activities such as sport activities,
cultural activities, Social work activities and political activities separately.
3. To the best of our knowledge this is the first study in the context of Bangladesh relating
the association between extracurricular activities and academic performance,
therefore, this paper feels the void of literature of Bangladesh on this issue.

3. Methodology
3.1 Sampling
Stratified random sampling process was used for collecting data. Population size is considered
on the whole students of HSTU who has got minimum two semester academic result. There
are nine faculties, among them eight faculties are of undergraduate and one is of postgraduate
faculty. All the faculties are considered as sample. From each faculty, 30 samples were
selected. The total sample size is 270 including both male and female students. The surveyors
collected data from both in-campus and out-campus residence student.
3.2 Questionnaire Design and Data collection

The survey instrument used in this study was designed to identify whether or not the
extracurricular activities of the student’s Hajee Mohammad Danesh science and Technology
University (HSTU) have an impact on their academic performance. A structured questionnaire
used for data collection where face to face interview was taken from the students. The
respondent is provided enough time and proper cooperation to answer the questions. There
are five parts in the questionnaire paper. In first part includes the information regarding
student’s faculty, department, age, sex, height and weight. In second part is about students’
family status related questionnaire such as family residence, father’s and mother’s education
level and years of schooling, house hold head and house hold average monthly income. In
third part students’ monthly expenditure pattern such as food, education, mobile, residence,
health, and other expenses were included. In forth part asked the questions of current
information about participation in extracurricular activities, student’s involvement in sport,
social, cultural and political activities and the extent students spent time behind of those
extracurricular activities. In last or fifth part ask to the questions about academic achievement
in last semester CGPA, class attendance and study hours. Other information collected from the
respondents about present residential status and involvement in income generating activities.
3.3 Econometric model

In our study we used a linear regression model as follow:
Y = α + β X i + δ iZ i + ε
Where,
Y Denotes the predicted or expected value of the dependent variable. In this analysis,
academic performance measured as CGPA is the dependent variable.
Xi represents the key independent variables. In this study our main key independent
variables is extracurricular activities (ECA)
β is the estimated regression coefficients of our key variable: the participation in
extracurriculum activities.
Zi expresses the other control variables those also may have impact on CGPA includes age,
sex, family residence, father’s and mother’s education level, household monthly income,

student monthly expenditure, study hours weekly, last semester class attendance, student
present residence status in campus or out campus
α is the value of Y when all of the independent variables (X i) and control variables (Zi) is
zero.
δi is the estimated regression coefficients of controls variables
ε is the stochastic disturbance term.
Our key interest is to estimate the value of β.
3.3.1 Outcome variable

Students’ academic achievement as measured by the Cumulative Grade point Average (CGPA)
is the outcome variable. We consider CGPA instead of semester GPA because unlike semester
GPA it reflects long-term academic performances of a student.
3.3.2 Key independent variables
The key independent variables of the study are student involvement in extracurricular
activities. We have considered four specific types of extracurricular activities: sports, social
work, cultural activities, and political activities.
3.3.3 Control variables

This study controls a set of exogenous variables including age of the student, sex, family
residence, father’s and mother’s education level, house hold monthly income, student total
monthly expenditure, study hours weekly, last semester class attendance, student present
residential status in campus or out campus.
The key summary statistics of the variables used in the study are shown in table-1
Table 1: Summary Statistics
Variable Observation Mean Std. Dev. Min Max

Dependent variable
CGPA 270 3.314333 0.2690699 2.56 3.96

Key independent variables
Participation in ECA (Overall) 270 0.5222222 0.5004335 0 1
Weekly time spent in ECA (Overall) 270 6.42037 10.2397 0 50
Participation in ECA (Sports) 270 0.2481481 0.4327404 0 1
Weekly time spent in ECA (Sports) 270 2.135185 4.727054 0 28
Participation in ECA (social work) 270 0.2814815 0.4505569 0 1
Weekly time spend in social work 270 1.301852 2.96864 0 21

Participation in ECA (cultural) 270 0.2333333 0.423738 0 1
Weekly time spend in cultural 270 1.364815 3.629606 0 28
Participation in ECA (political) 270 0.1444444 0.3521926 0 1
Weekly time spend in political 270 1.618519 4.991334 0 28

Control variable
Age 270 22.27778 1.369024 18 28
Sex 270 0.5814815 0.4942322 0 1
Family Residence (Urban=1) 270 0.4962963 0.5009148 0 1
Fathers education 270 11.48148 4.019195 1 16
Mothers education 270 9.366667 3.713083 1 16
Household monthly income 270 27814.81 18178 2500 100000
Sex 270 0.9148148 0.2796755 0 1
Students Total expenditure (Monthly) 270 5609.4 1754.305 2500 17100
study hour weekly 270 19.81481 12.95341 1 90
Class Attendance 270 89.23704 14.67527 60 100
Student Residence (In 270 0.5111111 0.5008048 0 1

Campus=1)
4. Results and Discussions

In this section we have summarized and analyzed the collected data by the “STATA” software.
Following are the results of our analysis represented in the table-2 and table-3. To better
understand the impact of extracurricular activities on academic outcomes we firstly analyze
the relationship between overall extracurricular activities and academic achievement, the
result of which is represented in Table-2. Then we have further analyzed the impact of
involvement in different types of extracurricular activities on students cumulative GPA such as
spots activities, cultural activities, social activities and political activities, the result of which is
summarized in the Table-3 (The detailed data are shown in Appendix II-V)
Table-2: Effect of Extra-Curricular Activities (Overall) on CGPA
Model 1 Model 2
Dependent Variable CGPA CGPA
Participation in ECA (Overall) -0.0236 -

(0.0285) -
Weekly time spent in ECA (Overall) - -0.00212
- (0.00155)
Others Covariates
Age 0.0164 0.0174
(0.0109) (0.0108)
Sex (male=1) -0.0944*** -0.0897***
(0.0301) (0.0301)
Family Residence (Urban=1) -0.0163 -0.0196
(0.0298) (0.0301)
Fathers education 0.00889 0.00946*
(0.00567) (0.00554)
Mothers Education -0.00424 -0.00482
(0.00570) (0.00560)
Household Income -1.50e-06 -1.58e-06*
(9.33e-07) (9.29e-07)
Students Total expenditure (Monthly) -1.36e-05* -1.36e-05*
(8.15e-06) (8.00e-06)
Study Hours (Weekly) 0.00765*** 0.00762***
(0.00123) (0.00121)
Class Attendance 0.00332*** 0.00305***
(0.000952) (0.000996)
Student Residence (In Campus=1) -0.0759** -0.0744**
(0.0309) (0.0309)
Constant 2.672*** 2.673***
(0.275) (0.273)
,
Observations 270 270
R-squared 0.306 0.310
Note: Robust standard errors in parentheses. *** p<0.01, ** p<0.05, * p<0.1

The main result of the effect of overall extracurricular (sport/ social/ cultural/ political)
activities on academic outcomes are shown in Table 2 where model 1 shows the result for
participation (yes/no) in extracurricular activities (ECA) and Model 2 shows the result for
time spent (weekly) in ECA. Result shows that the both the participation and time spent on
the extracurricular activities have the negative but statistically insignificant impact
(coefficients -0.0236 and -0.00212, respectively) on academic achievement (CGPA) of the
students. The results indicate that the student who participates in any ECA has a 2 percent
lower CGPA than those of the student who does not participate. Furthermore the model 2
indicates that one hours increase in the time spent weekly in any ECA results in 0.2 percent
decrease in the CGPA of the students. We also considered other important covariates that may
have impact on academic achievement of the student. The students being male are more likely
to have a lower CGPA than those of the female counterpart. Likewise, the students residing
inside the campus hall are more likely to have a lower CGPA than those who resides outside
the campus. Again the student’s monthly expenditure is found to have a statistically negative
impact on their CGPA. On the other hand, father’s education of the student has a positive and
significant relation with the student’s academic outcomes. Similarly, the students who study
more are likely to have higher CGPA. Again, class attendance has also found to have a positive
and significant effect on academic achievement of students. But, there is no significant impact
of age and family residence of the student on CGPA.
Table 3: Effect of different types of extra-curricular activities on CGPA
Model 1 Model 2
Panel A (Effect of Sports Activities on CGPA)

Participation in Sports) -0.0108 -
(0.0369) -
Weekly time spent in Sports - -0.00138
- (0.00432)
R-squared 0.305 0.305
Panel B: (Effect of Social Works Activities on CGPA)

Participation in Social Work -0.0573* -
(0.0300) -
Weekly time spent in Social Work - -0.00912**
(0.00410)
R-squared 0.313 0.313
Panel C: (Effect of Cultural Activities on CGPA)

Participation in Cultural Activities -0.0437 -
(0.0365) -
Weekly time spent in Cultural Activities - -0.00390
(0.00379)
R-squared 0.309 0.307
Panel D: (Effect of Political Activities on CGPA)

Participation in Political Activities -0.0202 -
(0.0413) -
Weekly time spent in Political Activities - -0.00172
(0.00269)
R-squared 0.305 0.305
Note: All regression includes a range of other covariates as in Table-2. Robust

standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1
Panel A of Table 3 shows that the participation in sports and time spent weekly in sport both
has a negative but not significant (coefficient -0.0108, and -0.00138 respectively) effect on
the cumulative GPA of the students. The result also show that student who involved in sports
activities tends to have 1.08 percent lower cumulative GPA than the student who are not

involved in sports activities and one hours increase in the time in social work results in a 0.13
percent decrease in the cumulative GPA of the student.
Panel B of Table 3 shows that the participation as well as the weekly time spent of students in
social works has a negative and significant (coefficient -0.0573* and -0.00912** respectively)
effects on the cumulative GPA of the students. The result also show that student who involved
in social work activities tends to have 5.73 percent lower cumulative GPA than the student
who are not involved in social work activities and one hours increase in the time in social
work results in a 0.912 percentage decrease in the cumulative GPA of the student. Panel C of
table 3 shows the association between student’s involvement and weekly time spent in
cultural activities and their academic performances. Here we find a negative relationship,
though not significant (coefficient -0.0437 and -0.00390 respectively), between participation
as well as weekly time spent in cultural activities and achievement of CGPA. Those students
who participates spend more time on cultural activities tends to have lower CGPA.
Finally, the panel D of table 3 shows that the student’s involvement in political activities has a
negative but not significant (coefficient -0.0202 std. error 0.0300) effects on the cumulative
GPA of the students. Weekly time spent in political activities has also a negative but not
significant (coefficient -0.00172 std. error 0.00269) impact on cumulative GPA. That means
student who involved in political activities tends to have 2 percent lower cumulative GPA than
the student who are not involved in political activities and one hour increase involvement in
political activities per week 0.1 percent decrease in students cumulative GPA.
5. Conclusion
This paper made an attempt to examine the effects of extracurricular activities on the
academic performance of the student in Hajee Mohammad Danesh Science and Technology
University, Dinajpur, Bangladesh.
The results of the study suggest that there is no significant effect of overall extracurricular
activities on academic performances of the university students. Further, when we specify the
students’ involvement on a particular type of extracurricular activity and separately
estimates the models for different particular extracurricular activities we find that only the
involvement in social activities has a significant negative impact on academic performance as
measured by cumulative grade point average (CGPA) while other extracurricular activities like
sports, cultural activities and political activities has no significant impact on CGPA of the
student. We have also identified the other determinants of academic performances of the
students.
Although extracurricular activities are needed for healthy life, refreshment of mind, grow
leadership; maintain organization, time management, discipline, punctual etc. this study
suggest that over scheduled of time on extracurricular may lead to lower academic results.
The study has some major limitations. The data used for this study is cross-sectional. One
avenue for future research is to use panel data to estimate the effects of ECA on academic
performances of the students. In this study we did not consider the issue of endogeneity. As
the student’s involvement decision in extracurricular activities may be influenced by the
unobserved preferences and skill, the decisions to participate in ECA may be endogenous
variable. Disregarding the issue of endogeneity problem, the estimated results may not show

casual effects rather simply reports correlation. So the future research on this issue may
consider the endogeneity concerns.
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APPENDIX-I
List of the organizations along with the category of the organization.

Name of the Organizations Category Name of the Organizations Category
Bangladesh Chattra league Political Debating society of HSTU Social/Voluntary
Somajtantrik Chattra Front Political HSTU NEWS 24.com Social/Voluntary

Bangladesh Vaterinary
Orko Sangskritik Jot Cultural Social/Voluntary
Association
Sejuti Sangskritik Oikko Cultural Rover Scout Social/Voluntary
HSTU Film Club Cultural Prothom-Alo Bondhushova Social/Voluntary
HSTU Art & Literature Association Cultural HSTU MUNA Social/Voluntary
Turbo Crater Cultural EEE Club of HSTU Social/Voluntary
HSTU Journalist Association Social/Voluntary Rotaract Club of HSTU Social/Voluntary
Student Welfare Fund Social/Voluntary Shuvo Songho Social/Voluntary
Danesh Blood Bank Social/Voluntary HSTU Badminton Club Sports

HSTU Mojar School Social/Voluntary HSTU Football Club Sports
Sonaton Bittarthy Songsod Social/Voluntary HSTU Skating Club Sports
APPENDIX-II
Effect of Extra-Curricular Activities (Sports) on CGPA
Model 1 Model 2
Participation in ECA (Sports) -0.0108 -
(0.0369) -
Weekly time spent in ECA (Sports) - -0.00138
- (0.00432)
Others Covariates
Age 0.0172 0.0170
(0.0111) (0.0110)
Sex -0.0984*** -0.0973***
(0.0310) (0.0309)
(0.0304) (0.0308)
Fathers education 0.00885 0.00897
(0.00560) (0.00562)
(0.00571) (0.00569)
Household Income -1.55e-06* -1.57e-06*
(9.33e-07) (9.32e-07)
(8.04e-06) (7.96e-06)
(0.00124) (0.00123)
(0.000949) (0.000959)
(0.0310) (0.0310)
Constant 2.644*** 2.648***
(0.277) (0.276)
R-squared 0.305 0.305
Note: Robust standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1

APPENDIX-III
Effect of Extra-Curricular Activities (Cultural) on CGPA
Model 1 Model 2
Participation in ECA (Cultural) -0.0437** -
(0.0365) -
Weekly time spent in ECA (Cultural) - -0.00390**
- (0.00379)
Others Covariates
Age 0.0162 0.0176
(0.0109) (0.0108)
Sex -0.0975*** -0.0980***
(0.0304) (0.0304)
(0.0303) (0.0301)
Fathers education 0.00949* 0.00886
(0.00557) (0.00555)
(0.00569) (0.00571)
Household Income -1.43e-06 -1.54e-06*
(9.23e-07) (9.26e-07)
(8.18e-06) (8.07e-06)
(0.00122) (0.00122)
(0.000937) (0.000949)
(0.0310) (0.0308)
Constant 2.665*** 2.642***
(0.274) (0.271)
R-squared 0.309 0.307

APPENDIX-IV
Table 5: Effect of Extra-Curricular Activities (Social Work) on CGPA
Model 1 Model 2
Participation in ECA (Social Work) -0.0573* -
(0.0300) -
Weekly time spent in ECA (Social Work) - -0.00912**
- (0.00410)
Others Covariates
Age 0.0166 0.0183*
(0.0106) (0.0106)
Sex -0.0930*** -0.0968***
(0.0313) (0.0307)
(0.0297) (0.0301)
Fathers education 0.00966* 0.0100*
(0.00559) (0.00557)
(0.00563) (0.00564)
Household Income -1.31e-06 -1.43e-06
(9.20e-07) (9.24e-07)
Students Total expenditure (Monthly) -1.32e-05* -1.25e-05
(7.96e-06) (7.93e-06)
(0.00123) (0.00124)
(0.000905) (0.000941)
(0.0307) (0.0307)
Constant 2.670*** 2.660***
(0.265) (0.265)
R-squared 0.313 0.313

APPENDIX-V
Table 6: Effect of Extra-Curricular Activities (Political) on CGPA

Model 1 Model 2
Participation in ECA (Political) -0.0202 -
(0.0413) -
Weekly time spent in ECA (Political) - -0.00172
- (0.00269)
Others Covariates
Age 0.0174 0.0182*
(0.0108) (0.0109)
Sex(male=1) -0.103*** -0.100***
W (0.0305) (0.0306)
(0.0301) (0.0301)
Fathers education 0.00855 0.00873
(0.00562) (0.00559)
(0.00577) (0.00570)
Household Income -1.56e-06* -1.56e-06*
(9.41e-07) (9.38e-07)
Students Total expenditure (Monthly) -1.37e-05* -1.29e-05
(7.82e-06) (7.98e-06)
(0.00125) (0.00124)
(0.000966) (0.000968)
Student Residence (In Campus=1) -0.0818*** -0.0754**

(0.0314) (0.0313)
Constant 2.631*** 2.633***
(0.270) (0.272)
R-squared 0.305 0.305

Cite this article:
Sabuj, M. M. I., Datta, R. K. & Rafiq, M. N. (2018). The effect of extracurricular activities on the
academic performance of the university students: Evidence from Hajee Mohammad Danesh
Science and Technology University (HSTU), Dinajpur, Bangladesh. International Journal of Science
and Business, 2(3), 372-387. doi: https://doi.org/10.5281/zenodo.1314296 Retrieved from
http://ijsab.com/wp-content/uploads/257.pdf
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The effect of extracurricular activities on the academic performance of the university

Rony Kumar Datta Md. Mehedul Islam Sabuj

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2018 International Journal of Science and Business

The effect of extracurricular activities on the

The purpose of the study is to examine the effect of extracurricular activities

Md. Mehedul Islam Sabuj, (Corresponding Author), Lecturer, Department of Marketing*

* Hajee Mohammad Danesh Science and Technology University, Dinajpur-5200, Bangladesh

International Journal of Science and Business

In this section we have provided a comprehensive review of relevant literature on the

on students ’academic performance in Peninsula Malaysia. They have found no significant

2. With the findings of overall impact of extracurricular activities, we also disaggregate

375 International Journal of Science and Business Published By

3.2 Questionnaire Design and Data collection

3.3 Econometric model

376 International Journal of Science and Business Published By

3.3.1 Outcome variable

3.3.3 Control variables

Table 1: Summary Statistics

Variable Observation Mean Std. Dev. Min Max

CGPA 270 3.314333 0.2690699 2.56 3.96

Weekly time spent in ECA (Overall) 270 6.42037 10.2397 0 50

Participation in ECA (Sports) 270 0.2481481 0.4327404 0 1

Weekly time spent in ECA (Sports) 270 2.135185 4.727054 0 28

Participation in ECA (social work) 270 0.2814815 0.4505569 0 1

Weekly time spend in social work 270 1.301852 2.96864 0 21

377 International Journal of Science and Business Published By

Participation in ECA (cultural) 270 0.2333333 0.423738 0 1

Weekly time spend in cultural 270 1.364815 3.629606 0 28

Participation in ECA (political) 270 0.1444444 0.3521926 0 1

Weekly time spend in political 270 1.618519 4.991334 0 28

Sex 270 0.5814815 0.4942322 0 1

Family Residence (Urban=1) 270 0.4962963 0.5009148 0 1

Fathers education 270 11.48148 4.019195 1 16

Mothers education 270 9.366667 3.713083 1 16

Household monthly income 270 27814.81 18178 2500 100000

Sex 270 0.9148148 0.2796755 0 1

Students Total expenditure (Monthly) 270 5609.4 1754.305 2500 17100

study hour weekly 270 19.81481 12.95341 1 90

Class Attendance 270 89.23704 14.67527 60 100

Student Residence (In 270 0.5111111 0.5008048 0 1

4. Results and Discussions

Table-2: Effect of Extra-Curricular Activities (Overall) on CGPA

378 International Journal of Science and Business Published By

Note: Robust standard errors in parentheses. *** p<0.01, ** p<0.05, * p<0.1

Table 3: Effect of different types of extra-curricular activities on CGPA

Panel A (Effect of Sports Activities on CGPA)

Panel B: (Effect of Social Works Activities on CGPA)

Panel C: (Effect of Cultural Activities on CGPA)

Panel D: (Effect of Political Activities on CGPA)

Note: All regression includes a range of other covariates as in Table-2. Robust

380 International Journal of Science and Business Published By

381 International Journal of Science and Business Published By

382 International Journal of Science and Business Published By

EducationalLeadership, 66(1), 86-87.

List of the organizations along with the category of the organization.

Bangladesh Chattra league Political Debating society of HSTU Social/Voluntary

Somajtantrik Chattra Front Political HSTU NEWS 24.com Social/Voluntary

HSTU Film Club Cultural Prothom-Alo Bondhushova Social/Voluntary

HSTU Art & Literature Association Cultural HSTU MUNA Social/Voluntary

Turbo Crater Cultural EEE Club of HSTU Social/Voluntary

Note: Robust standard errors in parentheses. * p<0.01, p<0.05, * p<0.1

Note: Robust standard errors in parentheses * p<0.01, p<0.05, * p<0.1

Sex -0.0975* -0.0980*

Study Hours (Weekly) 0.00768* 0.00767*

Student Residence (In Campus=1) -0.0779 -0.0775

Note: Robust standard errors in parentheses. * p<0.01, p<0.05, * p<0.1

Note: Robust standard errors in parentheses. * p<0.01, p<0.05, * p<0.1

Note: Robust standard errors in parentheses. * p<0.01, p<0.05, * p<0.1